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MOTIVES AND METHODS:
MOTIVATION, LEARNING APPROACHES, AND ACADEMIC ACHIEVEMENT
OF STUDENTS DURING FIRST YEAR TRANSITION TO MEDICAL SCHOOL
by
Jane Lynn Rosenthal
______________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Jane Lynn Rosenthal
Object Description
| Title | Motives and methods: motivation, learning approaches, and academic achievement of students during first year transition to medical school |
| Author | Rosenthal, Jane Lynn |
| Author email | janerose@usc.edu;Quidnunc@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-06-21 |
| Date submitted | 2012-07-25 |
| Date approved | 2012-07-25 |
| Restricted until | 2012-07-25 |
| Date published | 2012-07-25 |
| Advisor (committee chair) | Hirabayashi, Kimberly |
| Advisor (committee member) |
Seli, Helena Sullivan, Maura |
| Abstract | The transition into the first year of medical school can be challenging for many students. Students may have difficulty adjusting their learning strategies in the fast-paced, high stakes medical school environment. Medical students may also experience changes in their expectations and motivation for learning in the medical school learning environment. The purpose of this study is to identify approaches to learning and motivational factors reported by students and how these relate to academic achievement outcomes as the students transition through their first year of medical school. ❧ This study had three overarching goals. First, this study explored the learning approaches reported by the students, how these strategies change over the course of the first year, the correlation between these approaches and academic achievement outcomes, and whether there are differences among underrepresented groups determined by age, gender, and ethnicity. The second part of the study focused on the motivation of medical students in the areas of achievement goals, self-efficacy, task value, test anxiety, and self-regulation strategies, how these variables related to overall academic performance, and whether differences exist among groups of underrepresented students. ❧ The findings indicated that students shifted to decreased alertness to assessment, desire to achieve, self-monitoring, but increased in rote memorization strategies and fear of failure. Effective time management, organizational strategies, and desire to achieve were most significantly related to achievement and to deep and surface learning approaches were inversely related to achievement. Underrepresented minority students, particularly Hispanic and African-American students were most at risk for adopting rote memorization strategies and experiencing higher levels of fear of failure, which appeared to impact exam performance. Recommendations for admissions, curricular innovations, and student support are described. |
| Keyword | medical education; motivation; student achievement; learning approaches |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Rosenthal, Jane Lynn |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-RosenthalJ-996.pdf |
Description
| Title | Page 1 |
| Full text | MOTIVES AND METHODS: MOTIVATION, LEARNING APPROACHES, AND ACADEMIC ACHIEVEMENT OF STUDENTS DURING FIRST YEAR TRANSITION TO MEDICAL SCHOOL by Jane Lynn Rosenthal ______________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Jane Lynn Rosenthal |
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